Nancy D. Harada, PhD, MPA, PTa,b; Karen M. Sanders, MDa,c; and Marjorie A. Bowman, MD, MPAa,d,e
aUS Department of Veterans Affairs, Office of Academic Affiliations bDavid Geffen School of Medicine, University of California, Los Angeles cVirginia Commonwealth University School of Medicine, Richmond dUniversity of Pennsylvania, Philadelphia eWright State University, Fairborn, Ohio
Author disclosures
The authors report no actual or potential conflicts of interest or outside sources of funding with regard to this article.
Disclaimer
The opinions expressed herein are those of the authors and do not necessarily reflect those of Federal Practitioner, Frontline Medical Communications Inc., the US Government, or any of its agencies.
Ethics and consent
This evaluation was determined to be an operations activity based on VA Handbook 1200.21 and was subject to administrative rather than institutional review board oversight.
Limitations Our findings should be interpreted with the following limitations in mind. The selfreport nature of the data opens the possibility of self-report bias or Dunning-Kruger effects where effectiveness ratings could have been overestimated by respondents.21 Although respondents were assured of their anonymity and that results would only be reported in the aggregate, there is potential for providing more positive responses on a needs assessment administered by the national education program office. We recommend further work be conducted to validate the needs assessment tool against other data collection methods, such as actual outcomes of educational effectiveness. Our study did not incorporate measures of educational effectiveness to determine whether self-perceived DEO effectiveness is translated to better trainee or learning outcomes. Before this can happen, educational policymakers must identify the most important facility-level learning outcomes. Since the DEO is a facility level educational administrator, learning efeffectiveness must be defined at the facility level. The qualitative findings could also be expanded through the application of more detailed qualitative methods, such as indepth interviews. The tasks rated by DEOs were based on OAA’s current definition of the DEO role.6 As the field advances, DEO tasks will also evolve. 22-24
Conclusions
The DEO is a senior educational leadership role that oversees all health professions training in the VA. Our findings are supportive of individuals from various health disciplines serving in the VA DEO role with responsibilities that span multiple health profession training programs. We recommend further work to validate the instrument used in this study, as well as the application of qualitative methods like indepth interviews to further our understanding of the DEO role.
